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Why philosophical ethics in school: implications for education in technology and in general
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0001-6252-4000
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-0429-570X
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
2014 (English)In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 9, no 1, 16-28 p.Article in journal (Refereed) Published
Abstract [en]

In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression 'ethics in school': the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of 'ethics in school' produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school

Place, publisher, year, edition, pages
2014. Vol. 9, no 1, 16-28 p.
National Category
Pedagogy Philosophy
Research subject
Education; Philosophy
Identifiers
URN: urn:nbn:se:ltu:diva-10614DOI: 10.1080/17449642.2014.890277Local ID: 9719feb6-7789-46b7-9cb4-f10f06bd69a9OAI: oai:DiVA.org:ltu-10614DiVA: diva2:983559
Note
Validerad; 2014; 20140204 (vikvik)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-12-04Bibliographically approved

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Gardelli, ViktorAlerby, EvaPersson, Anders J
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